ETR&D

Collaboration scripts are widely employed in online collaborative learning to enhance student engagement and facilitate collaboration. However, the optimal level of scripting remains a subject of debate. This study aims to address this issue by designing and developing different types of collaborative scripts implemented through conversational agents and supported by WeChat. Utilizing interventional studies, we investigate the effects of these different collaboration scripts on student engagement during online collaborative learning. A total of 54 college students participates in the study, divided into six adaptable scripts teams, six maximal script team, and six minimal script team, with each team consisting of three students. Both quantitative and qualitative data are collected and meticulously analyzed. The results reveal that the maximal collaboration script significantly enhances cognitive interactions, whereas the minimal collaboration script fosters high-quality cognitive engagement. In terms of socio-emotional engagement, the adaptable collaboration script effectively promotes positive socio-emotional engagement, while the maximal collaboration script facilitates greater socio-emotional interactions. Furthermore, thematic analysis demonstrates that all three types of collaboration scripts support student engagement by providing time reminders, facilitating planning, clarifying ideas, and promoting task reflection. These findings have important implications for improving group learning engagement in online collaborative learning environments.

This study explores the roles of students’ help-seeking profiles when seeking help from AI chatbots, specifically ChatGPT, in a digital game-based learning environment, Summon of Magicrystal. The study involved 102 middle school students who played an online game with the provision of ChatGPT and sought help from ChatGPT while solving physics problems. The results revealed that students’ help-seeking profiles, help-seeking threats, help-seeking avoidance, and instrumental help-seeking were positively correlated. Students’ instrumental help-seeking profile has a positive effect on game performance/engagement, while students’ avoidance help-seeking profile has a positive effect on the number of game attempts. The findings highlight the importance of students’ help-seeking profiles when considering designing AI-assisted game-based learning environments to better support students’ science learning.

Mastering correct pronunciation is crucial for effective Spanish language learning and communication. However, many existing language learning resources lack adequate coverage of pronunciation guidance and feedback mechanisms. This study aims to address this gap by developing SpanishBot, an innovative chatbot designed to facilitate the learning of Spanish letter pronunciations and their variations for non-native speakers. Forty-eight participants, unfamiliar with Spanish, were randomly divided into an experimental group using SpanishBot and a control group using independent learning methods. The experimental group interacted with SpanishBot over a 2-month period, which utilized Python programming and the Line instant messaging platform for delivering personalized pronunciation feedback and practice. Instruments included a pre-test and a post-test, as well as the SpanishBot system, which provided real-time feedback on pronunciation accuracy based on audio recordings. Findings revealed a statistically significant difference between the two groups’ post-test scores, with the experimental group demonstrating remarkable improvements in Spanish pronunciation proficiency. This study highlights SpanishBot’s potential in language education, specifically for Spanish pronunciation training.

In higher education, concept mapping has been extensively adopted as an assessment and evaluation tool for conceptual knowledge. In recent years, an increasing number of researchers have applied concept mapping to teaching in technology-based environments. However, no research was found to holistically explore the role of concept maps in technological contexts of higher education, or their influences on different learning aspects. To address this gap, the present study referred to the technology-based learning model to conduct a systematic review of the dimensions of the research trends, features (including data analysis, participants, media of concept maps, application domains, and roles of concept maps), and research foci. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses procedure, this study reviewed the Social Sciences Citation Index articles published in technology-based learning and higher education journals by the end of 2021 from the Web of Science database. The results indicated that in studies on the use of concept maps in technological contexts in higher education (CMHE), the most productive countries/regions (of the first authors) were Taiwan and the United States. The most frequently adopted data analysis methods were quantitative analysis and mixed. In the aspect of application domains, Engineering (including Computer courses) was the most frequent subject for CMHE studies, followed by Language, Social Studies, and Health, Medical and Physical Education. Desk-top computers were the most frequently adopted medium for working on concept maps, although there was increasing adoption of mobile devices. The role of concept maps was mainly as a personal mindtool and assessment and evaluation tool, followed by a collaborative mindtool. In terms of research foci, the cognition dimension was explored the most in CMHE studies, followed by the affect dimension, and learning behavior. Based on the findings of this study, several recommendations are made as a reference for educators, researchers, and policy makers in higher education.

To help young students succeed in problem-based learning (PBL), researchers suggested investigating students’ need for cognition (NFC), one’s inclination to exert mental effort during learning. How one puts mental effort into a learning task is related to motivation. If motivated, students are more likely to engage in challenging tasks, put in more effort, and feel competent about what they are doing. This study investigated, through a mixed-methods design, middle school students’ NFC, their motivation to learn, their learning performance, and the relationships among these factors as they engaged in technology-enriched PBL. The findings showed that NFC played an important role in students’ learning. There were significant positive relationships among NFC level, intrinsic motivation both in general and in using PBL, and their learning performance. There were also significant differences in learning performance among the high, medium, and low NFC groups, showing that students in the high group performed better than their counterparts. However, the low NFC group gained more knowledge than their counterparts after using PBL. The study’s findings were further substantiated by qualitative data, which provided nuanced insights that complement the quantitative evidence through detailed topic and sentiment analyses. Limitations of the study were also discussed.

This study evaluates the impact of a computer-assisted language learning (CALL) tool for the acquisition of academic English and oral language skills in children learning English as a second language. Using a quasi-experimental design, we compare English proficiency scores for K-5 students who did or did not use the program during the 2020–21 school year. Analyses showed that learners who used the program scored higher on the overall test, including on the oral and written domains, compared to students who did not use the program. When controlling for prior year achievement, we found small, positive but non-significant effects for program users. Proficiency analyses did not reveal any significant differences between student groups. The results show promising evidence that CALL tools, and particularly those focused on oral language development, can be used to provide structured support to students for learning academic English and developing greater overall English language proficiency.